UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name:Lesson#: 2 Facet: Perspective Grade Level: 9-12 Numbers of Days: 1-2 days Topic: Proclamation of 1763
PART I:
Objectives Student will understand that there was a generational gap that brought on new ways of thinking, and strained the relationship with England.
Student will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
Student will be able to analyze the relationship between the colonists and England.
Product: Podcast
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Content Area: Social Studies Standard Label: E. History Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: a,c,e...
Rationale: Students will use primary and secondary sources documents such as newspapers, legal documents, and books to show the change in dynamic between the colonies and England.
Assessments
Pre-Assessment: (Lesson 1 only)
Formative (Assessment for Learning) Section I – checking for understanding during instruction
Say Something to assess students interpretations of the big ideas. Within each mini group, each student will voice their opinion on what they've learned so far. I listen to group conversations and after a certain amount of time stop the discussion. I will try and answer as many questions as I can and leave room to have students ask any other unclear questions.
Section II – timely feedback for products (self, peer, teacher)
Self and Teacher feedback will be provided. Any graphic organizers will be handed in to me and I will evaluate them and pass them back. Any projects that are going to be done will require a self assessment along with my own assessment.
Summative (Assessment of Learning):
This unit is about Pre-Revolutionary America. In this unit, students will understand key figures, events, and cultural aspects of our nations past. We will be using all sorts of fascinating technologies to see the perspectives of both the colonists and the English. Some of these technologies include Comic Life, Glogster, and Podcasts. Understanding key figures and events from our pastime is vital to understanding how we came to be today. Starting with the French and Indian War all the way through the Declaration of Independence, students will piece together the revolutionary ideas of our founding fathers and come to understand the separation from England was an inevitable event.
Integration Technology:
Students will create a podcast in the form of a news show that highlights the relationship between the colonists and England.
Content Areas: Art: Students will create a talk show environment which will require a dramatic script. English: A script will need to be written for every Podcast.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
I will be using a Venn Diagram graphic organizer to show to opposite spectrum's and any common ground between them. My cooperative learning activity will be Partners so one half of the class can teach the other half and consult with each others diagrams.
Section II – Groups and Roles for Product
Differentiated Instruction
MI Strategies
(Verbal): Create a document that summarizes the Proclamation of 1763 in modern terms.
(Logic):
(Visual): Create a map of the colonies and draw where the proclamation line goes through. Is there any lost territory because of the proclamation?
(Kinesthetic):
(Musical): What kinds of chanting did crowds do after this proclamation was enforced?
(Interpersonal): The class will split into two groups and use a Venn Diagram to explain the effects of the Proclamation of 1763 had on the colonists and England. I will use the Partners activity to split the class into two. One side of the class will will do the colonist side and the other side of the class will do the British side. We will come together to brainstorm how the proclamation effected each of them equally.
(Intrapersonal): Students will create their own podcast from either the British or colonists perspective displaying their feelings towards of the Proclamation of 1763.
(Naturalist): Why was the land to the west of the proclamation line so desirable to the colonists? How did the colonists use their land in this era?
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will pickup their missing work from the Missing Work shelf. A website or Wiki page will be developed for students to read notes and instruction to properly learn the information missed. Also, before/after school hour meetings may be made in order to catch up on missed assignments.
Extensions
Type II technology:
Students will create a Podcast in the form of a news show that highlights the relationship between the colonists and England.
Gifted Students:
These students will create extra Podcast entries that explain why they chose to use the events that they did. It must be a detailed explanation using facts from academic sources.
Materials, Resources and Technology List all the items you need for the lesson.
Laptop
Whiteboard
Expo Markers
Pen or Pencil
Paper
Recording Space
Speakers
Colored Pencils
Source for Lesson Plan and Research List all URL and describe.
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Day 1
Students will brainstorm the differences in the relationship between adult and kids. (15mins)
The Proclamation of 1763 will be handed out and read together. Any questions and clarifying statements will be made or answered. (30mins)
The Podcast project will be introduced and explained. (20-30mins)
The rubric will be handed out and read together. Again, any clarifying statements or questions will be made or answered (5mins)
Groups will be assigned and given time to get together and brainstorm ideas for their project until the end of class. (Remainder of Class)
Day2
Today's class will be spent on creating their Podcast. (80mins)
Day3
Podcast will be presented today. (80mins)
Students will understand that there was a generational gap that brought on new ways of thinking, and strained the relationship with England. Knowing that a new generation of colonists existed during this time, and that it brought on a new wave of values and thinking effected the relationship between the colonies and England. Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. By citing the differences between parents and kids I can get students to brainstorm a list of differences between adults and kids. I can then use that list and compare it to England and the colonies. Where, Why, What. Hook Tailor, MI's Used are Visual, Verbal, Interpersonal, and Intrapersonal.
I will be using a Venn Diagram graphic organizer to show to opposite spectrum's and any common ground between them. My cooperative learning activity will be Partners so one half of the class can teach the other half and consult with each others diagrams. By using Say Something, I can see during my lesson which students have the right concepts and which don't. I can then clear up any unclear areas. Equip, Explore, Rethink, MI's used are Interpersonal and Verbal.
Students will be able to analyze the relationship between the colonists and England. Students will create a podcast in the form of a news show that highlights the relationship between the colonists and England. By using Say Something, I can see during my lesson which students have the right concepts and which don't. I can then clear up any unclear areas. Students will use a checklist to make sure their assignments are properly completed before handing in. Explore, Experience, Rethink, Revise, Refine, MI's used areVerbal, Visual, Musical, Interpersonal, Intrapersonal, and Naturalist.
I will then check for proper completion and make notes on where the student can improve before handing in a final product.
Content Notes Students will know….. Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Handouts List the items that need to be printed out for the lesson.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All instructions and expectation will be clearly established for all students. The instruction will clearly lay out a path towards mastery.
Microscope: This instruction will challenge students to think deeper about content. Whether it's self reflecting or discussing with peers, students will come up with their own sense of mastery through exploration.
Puppy: An influential positive environment will be provided to help support these students. Being positive, listening, and being respectful of everyone's opinions and ideas will be a main focus.
Beach Ball: Students will be given a wide variety of options on how they want to complete their tasks. They may choose to work self assigning titles for everyone to play an equal role in projects will be used.
Rationale:This project presents and opportunity for students to work with others and use multiple learning styles. It will be a structured, safe, and creative work environment.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Say Something activity will be used to assess students interpretations of the key concepts and ideas.
Summative:
Students will create a Podcast in the form of a news show that highlights the relationship between the colonists and England.
Rationale:
By using the Say Something activity and their Podcast, an assessment of their progress of mastery will be derived.
Rationale: Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
MLR or CCSS:
Content Area: Social Studies Standard Label: E. History Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: a,c,e...
Facet: Organize.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: (Verbal): Create a document that summarizes the Proclamation of 1763 in modern terms. (Logic): (Visual): Create a map of the colonies and draw where the proclamation line goes through. Is there any lost territory because of the proclamation? (Kinesthetic): (Musical): What kinds of chanting did crowds do after this proclamation was enforced? (Interpersonal): The class will split into two groups and use a Venn Diagram to explain the effects of the Proclamation of 1763 had on the colonists and England. I will use the Partners activity to split the class into two. One side of the class will will do the colonist side and the other side of the class will do the British side. We will come together to brainstorm how the proclamation effected each of them equally. (Intrapersonal): Students will create their own podcast from either the British or colonists perspective displaying their feelings towards of the Proclamation of 1763. (Naturalist): Why was the land to the west of the proclamation line so desirable to the colonists? How did the colonists use their land in this era?
Type II Technology: Podcast
Rationale:By creating a Podcast, an in depth understanding will occur. This project challenges groups to sort through a variety of different views and choose which they think are important and explain why they choose them. In doing so, it will display a mastery and critical thinking about each event chosen.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will be making a Podcast to show creativity and display clear understanding of multiple points of views.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Lesson #: 2 Facet: Perspective
Grade Level: 9-12 Numbers of Days: 1-2 days
Topic: Proclamation of 1763
PART I:
Objectives
Student will understand that there was a generational gap that brought on new ways of thinking, and strained the relationship with England.
Student will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
Student will be able to analyze the relationship between the colonists and England.
Product: Podcast
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: Social Studies
Standard Label: E. History
Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.
Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: a,c,e...
Rationale:
Students will use primary and secondary sources documents such as newspapers, legal documents, and books to show the change in dynamic between the colonies and England.
Assessments
Pre-Assessment: (Lesson 1 only)
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Say Something to assess students interpretations of the big ideas. Within each mini group, each student will voice their opinion on what they've learned so far. I listen to group conversations and after a certain amount of time stop the discussion. I will try and answer as many questions as I can and leave room to have students ask any other unclear questions.
Section II – timely feedback for products (self, peer, teacher)
Self and Teacher feedback will be provided. Any graphic organizers will be handed in to me and I will evaluate them and pass them back. Any projects that are going to be done will require a self assessment along with my own assessment.
Summative (Assessment of Learning):
This unit is about Pre-Revolutionary America. In this unit, students will understand key figures, events, and cultural aspects of our nations past. We will be using all sorts of fascinating technologies to see the perspectives of both the colonists and the English. Some of these technologies include Comic Life, Glogster, and Podcasts. Understanding key figures and events from our pastime is vital to understanding how we came to be today. Starting with the French and Indian War all the way through the Declaration of Independence, students will piece together the revolutionary ideas of our founding fathers and come to understand the separation from England was an inevitable event.
Integration
Technology:
Students will create a podcast in the form of a news show that highlights the relationship between the colonists and England.
Content Areas:
Art: Students will create a talk show environment which will require a dramatic script.
English: A script will need to be written for every Podcast.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
I will be using a Venn Diagram graphic organizer to show to opposite spectrum's and any common ground between them. My cooperative learning activity will be Partners so one half of the class can teach the other half and consult with each others diagrams.
Section II – Groups and Roles for Product
Differentiated Instruction
MI Strategies
(Verbal): Create a document that summarizes the Proclamation of 1763 in modern terms.
(Logic):
(Visual): Create a map of the colonies and draw where the proclamation line goes through. Is there any lost territory because of the proclamation?
(Kinesthetic):
(Musical): What kinds of chanting did crowds do after this proclamation was enforced?
(Interpersonal): The class will split into two groups and use a Venn Diagram to explain the effects of the Proclamation of 1763 had on the colonists and England. I will use the Partners activity to split the class into two. One side of the class will will do the colonist side and the other side of the class will do the British side. We will come together to brainstorm how the proclamation effected each of them equally.
(Intrapersonal): Students will create their own podcast from either the British or colonists perspective displaying their feelings towards of the Proclamation of 1763.
(Naturalist): Why was the land to the west of the proclamation line so desirable to the colonists? How did the colonists use their land in this era?
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will pickup their missing work from the Missing Work shelf. A website or Wiki page will be developed for students to read notes and instruction to properly learn the information missed. Also, before/after school hour meetings may be made in order to catch up on missed assignments.
Extensions
Type II technology:
Students will create a Podcast in the form of a news show that highlights the relationship between the colonists and England.
Gifted Students:
These students will create extra Podcast entries that explain why they chose to use the events that they did. It must be a detailed explanation using facts from academic sources.
Materials, Resources and Technology
List all the items you need for the lesson.
Source for Lesson Plan and Research
List all URL and describe.
Proclamation of 1763 and it's overview.
Deeper insight of the proclamation.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Day 1
- Students will brainstorm the differences in the relationship between adult and kids. (15mins)
- The Proclamation of 1763 will be handed out and read together. Any questions and clarifying statements will be made or answered. (30mins)
- The Podcast project will be introduced and explained. (20-30mins)
- The rubric will be handed out and read together. Again, any clarifying statements or questions will be made or answered (5mins)
Day 2Groups will be assigned and given time to get together and brainstorm ideas for their project until the end of class. (Remainder of Class)
Day 3
Students will understand that there was a generational gap that brought on new ways of thinking, and strained the relationship with England. Knowing that a new generation of colonists existed during this time, and that it brought on a new wave of values and thinking effected the relationship between the colonies and England. Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. By citing the differences between parents and kids I can get students to brainstorm a list of differences between adults and kids. I can then use that list and compare it to England and the colonies.
Where, Why, What. Hook Tailor, MI's Used are Visual, Verbal, Interpersonal, and Intrapersonal.
I will be using a Venn Diagram graphic organizer to show to opposite spectrum's and any common ground between them. My cooperative learning activity will be Partners so one half of the class can teach the other half and consult with each others diagrams. By using Say Something, I can see during my lesson which students have the right concepts and which don't. I can then clear up any unclear areas.
Equip, Explore, Rethink, MI's used are Interpersonal and Verbal.
Students will be able to analyze the relationship between the colonists and England. Students will create a podcast in the form of a news show that highlights the relationship between the colonists and England. By using Say Something, I can see during my lesson which students have the right concepts and which don't. I can then clear up any unclear areas. Students will use a checklist to make sure their assignments are properly completed before handing in.
Explore, Experience, Rethink, Revise, Refine, MI's used are Verbal, Visual, Musical, Interpersonal, Intrapersonal, and Naturalist.
I will then check for proper completion and make notes on where the student can improve before handing in a final product.
Content Notes
Students will know…..
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Handouts
List the items that need to be printed out for the lesson.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All instructions and expectation will be clearly established for all students. The instruction will clearly lay out a path towards mastery.
Microscope: This instruction will challenge students to think deeper about content. Whether it's self reflecting or discussing with peers, students will come up with their own sense of mastery through exploration.
Puppy: An influential positive environment will be provided to help support these students. Being positive, listening, and being respectful of everyone's opinions and ideas will be a main focus.
Beach Ball: Students will be given a wide variety of options on how they want to complete their tasks. They may choose to work self assigning titles for everyone to play an equal role in projects will be used.
Rationale:This project presents and opportunity for students to work with others and use multiple learning styles. It will be a structured, safe, and creative work environment.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Say Something activity will be used to assess students interpretations of the key concepts and ideas.
Summative:
Students will create a Podcast in the form of a news show that highlights the relationship between the colonists and England.
Rationale:
By using the Say Something activity and their Podcast, an assessment of their progress of mastery will be derived.
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
MLR or CCSS:
Content Area: Social Studies
Standard Label: E. History
Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.
Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: a,c,e...
Facet: Organize.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
(Verbal): Create a document that summarizes the Proclamation of 1763 in modern terms.
(Logic):
(Visual): Create a map of the colonies and draw where the proclamation line goes through. Is there any lost territory because of the proclamation?
(Kinesthetic):
(Musical): What kinds of chanting did crowds do after this proclamation was enforced?
(Interpersonal): The class will split into two groups and use a Venn Diagram to explain the effects of the Proclamation of 1763 had on the colonists and England. I will use the Partners activity to split the class into two. One side of the class will will do the colonist side and the other side of the class will do the British side. We will come together to brainstorm how the proclamation effected each of them equally.
(Intrapersonal): Students will create their own podcast from either the British or colonists perspective displaying their feelings towards of the Proclamation of 1763.
(Naturalist): Why was the land to the west of the proclamation line so desirable to the colonists? How did the colonists use their land in this era?
Type II Technology: Podcast
Rationale:By creating a Podcast, an in depth understanding will occur. This project challenges groups to sort through a variety of different views and choose which they think are important and explain why they choose them. In doing so, it will display a mastery and critical thinking about each event chosen.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will be making a Podcast to show creativity and display clear understanding of multiple points of views.